§113.15. Social Studies, Grade 4, Adopted 2018 Beginning with School Year 2011-2012.
(a)

Introduction.
(1)

In Grade 4, students examine the history of Texas from the early beginnings to the present within
the context of influences of North America. Historical content focuses on Texas history, including
the Texas Revolution, establishment of the Republic of Texas, and subsequent annexation to the
United States. Students discuss important issues, events, and individuals of the 19th, 20th, and
21st centuries. Students conduct a thorough study of regions in Texas and North America resulting
from human activity and from physical features. The location, distribution, and patterns of
economic activities and settlement in Texas further enhance the concept of regions. Students
describe how early American Indians in Texas and North America met their basic economic needs.
Students identify motivations for European exploration and colonization and reasons for the
establishment of Spanish settlements and missions. Students explain how American Indians
governed themselves and identify characteristics of Spanish colonial and Mexican governments in
Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify
the contributions of people of various racial, ethnic, and religious groups to Texas and describe the
impact of science and technology on life in the state. Students use critical-thinking skills to
identify cause-and-effect relationships, compare and contrast, and make generalizations and
predictions.

(2)

To support the teaching of the essential knowledge and skills, the use of a variety of rich primary
and secondary source material such as documents, biographies, novels, speeches, letters, poetry,
songs, and artworks is encouraged. Where appropriate, local topics should be included. Motivating
resources are available from museums, historical sites, presidential libraries, and local and state
preservation societies.

(3)

The eight strands of the essential knowledge and skills for social studies are intended to be
integrated for instructional purposes. Skills listed in the social studies skills strand in subsection
(b) of this section should be incorporated into the teaching of all essential knowledge and skills for
social studies. A greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and critical-thinking skills are taught
together. Statements that contain the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.

(4)

Students identify the role of the U.S. free enterprise system within the parameters of this course
and understand that this system may also be referenced as capitalism or the free market system.

(5)

Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and society; and
social studies skills. The content, as appropriate for the grade level or course, enables students to
understand the importance of patriotism, function in a free enterprise society, and appreciate the
basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),
§28.002(h).

(6)

Students understand that a constitutional republic is a representative form of government whose
representatives derive their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.

(7)

State and federal laws mandate a variety of celebrations and observances, including Celebrate
Freedom Week.
(A)

Each social studies class shall include, during Celebrate Freedom Week as provided
under the TEC, §29.907, or during another full school week as determined by the board
of trustees of a school district, appropriate instruction concerning the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution, including the
Bill of Rights, in their historical contexts. The study of the Declaration of Independence
must include the study of the relationship of the ideas expressed in that document to
subsequent American history, including the relationship of its ideas to the rich diversity of

Social Studies, Grade 4
Final Recommendations, September 2018

 our people as a nation of immigrants, the American Revolution, the formulation of the
U.S. Constitution, and the abolitionist movement, which led to the Emancipation
Proclamation and the women's suffrage movement.
(B)

(8)
(b)

Each school district shall require that, during Celebrate Freedom Week or other week of
instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12
study and recite the following text: "We hold these Truths to be self-evident, that all Men
are created equal, that they are endowed by their Creator with certain unalienable Rights,
that among these are Life, Liberty and the Pursuit of Happiness--That to secure these
Rights, Governments are instituted among Men, deriving their just Powers from the
Consent of the Governed."

Students identify and discuss how the actions of U.S. citizens and the local, state, and federal
governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills.
(1)

History. The student understands the origins, similarities, and differences of American Indian
groups in Texas and North America before European exploration. The student is expected to:
(A)

explain the possible origins of American Indian groups in Texas and North America;

(B)

identify and compare the ways of life of American Indian groups in Texas and North
America before European exploration such as the Lipan Apache, Karankawa, Caddo, and
Jumano;

Comment 1(C)

describe the cultural regions in which American Indians lived such as Gulf, Plains,
Puebloan, and Southeastern and identify American Indian groups remaining in Texas
such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; and

Comment 2(D)

locate American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo,
Alabama-Coushatta, and Kickapoo.

(D)
(2)

compare the ways of life of American Indian groups in Texas and North America before
European exploration.

History. The student understands the causes and effects of European exploration and colonization
of Texas and North America. The student is expected to:
(A)

summarize motivations for European exploration and settlement of Texas, including
economic opportunity, competition, and the desire for expansion;

(B)

identify the accomplishments and explain the impact of significant explorers, including
Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the
settlement of Texas;

Comment 3(C)

explain when, where, and why the Spanish established settlements and Catholic missions
in Texas as well as important individuals such as José de Escandón ;

(3)

(D)

identify Texas' role in the Mexican War of Independence and the war's impact on the
development of Texas; and

(E)

identify the accomplishments and explain the economic motivations and impact of
significant empresarios, including Stephen F. Austin and Martín de León, on the
settlement of Texas.

History. The student understands the importance of the Texas Revolution, the Republic of Texas,
and the annexation of Texas to the United States. The student is expected to:

1Clarification of the regions to vertically align with 7.2A. Separating the content into a separate SE for clarification
of intent of the SE. [No change]
2 Change the verb to locate clarifies the expectation of the SE [No change.]
3 Jose de Escandon’s historical contribution was primarily in Mexico rather than Texas. WG removed him for
streamlining purposes and to vertically align with 7.2C [30 minutes]

Social Studies, Grade 4
Final Recommendations, September 2018

 (A)

analyze the causes, major events, and effects of the Texas Revolution, including the
Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and
the Battle of San Jacinto;

Comment 4(B)

summarize the significant contributions of individuals such as Texians William B. Travis,
James Bowie, and David Crockett, George Childress, and Sidney Sherman; Tejanos Juan
Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco
Ruiz , ; Mexican Mexicans Antonio López de Santa Anna , and Vicente Filisola; and noncombatants Susanna Dickinson , and Enrique Esparza;

(C)

identify leaders important to the founding of Texas as a republic and state, including José
Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones;

(D)

describe the successes, problems, and organizations of the Republic of Texas such as the
establishment of a constitution, economic struggles, relations with American Indians, and
the Texas Rangers; and

(E)

explain the events that led to the annexation of Texas to the United States and , including
the impact of the U.S.-Mexican War.

(4)

(5)

(6)

(6) (7)

History. The student understands the political, economic, and social changes in Texas during the
last half of the 19th century. The student is expected to:
(A)

describe the impact of the Civil War and Reconstruction on Texas;

(B)

explain the growth, development, and impact of the cattle industry such as , including
contributions made by Charles Goodnight, Richard King, and Lizzie Johnson;

(C)

explain the effects of the railroad industry identify the impact of railroads on life in
Texas, including changes to cities and major industries; and

(D)

explain examine the effects on upon American Indian life brought about by resulting
from changes in Texas, including the Red River War, building of U.S. forts and railroads,
and loss of buffalo.

History. The student understands important issues, events, and individuals of the 20th century in
Texas. The student is expected to:
(A)

explain identify the impact of various issues and events on life in Texas such as
urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and
World War II and notable individuals such as Audie Murphy, Cleto Rodríguez, and
Bessie Coleman, and other local individuals ; and

(B)

explain the development and impact of the oil and gas industry on upon industrialization
and urbanization in Texas, including important places and people such as Spindletop and
important people such as Pattillo Higgins . ; and

(C)

identify the accomplishments of notable individuals such as John Tower, Scott Joplin,
Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr.,
and other local notable individuals.

Geography. The student uses geographic tools to collect, analyze, and interpret data. The student
is expected to:
(A)

apply geographic tools, including grid systems, legends, symbols, scales, and compass
roses, to construct and interpret maps; and

(B)

translate geographic data, population distribution, and natural resources into a variety
of formats such as graphs and maps.

Geography. The student understands the concept of regions. The student is expected to:

4 This WG has decided to eliminate the categorization of these historical figures because this grade level is the only
one that categorizes people in this way. [no change in time]

Social Studies, Grade 4
Final Recommendations, September 2018

 (A)

describe a variety of regions in Texas and the United States such as political, population,
and economic regions that result from patterns of human activity;

(A) (B) identify, locate, and describe compare the physical geographic regions of Texas
(Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including
their characteristics such as landforms, climate, and vegetation , and economic activities;
and
(B) (C) compare the physical geographic regions of Texas (Mountains and Basins, Great Plains,
North Central Plains, Coastal Plains) with regions of the United States and other parts of
the world .
(7) (8)

Geography. The student understands the location and patterns of settlement and the geographic
factors that influence where people live. The student is expected to:
(B) (A) identify and explain clusters and patterns of settlement such as the location of towns and
cities in Texas at different time periods such as prior to the Texas Revolution, after the
building of the railroads, and following World War II . ;
(B)

describe and explain the location and distribution of various towns and cities in Texas,
past and present; and

(A) (C) explain the geographic factors such as landforms and climate that influence patterns of
settlement and the distribution of population in Texas, past and present ; and .
(8) (9)

Geography. The student understands how people adapt to and modify their environment. The
student is expected to:
(A)

describe ways people have adapted to and modified their environment in Texas, past and
present, such as timber clearing, agricultural production, wetlands drainage, energy
production, and construction of dams;

(B)

explain identify reasons why people have adapted to and modified their environment in
Texas, past and present, such as the use of natural resources to meet basic needs, facilitate
transportation, and enhance recreational activities; and

(C)

compare the positive and negative consequences of human modification of the
environment in Texas, past and present both governmental and private, such as economic
development and the impact on habitats and wildlife as well as air and water quality.

(9) (10) Economics. The student understands the basic economic activities of early societies in Texas and
North America . The student is expected to:

(10) (11)

(A)

explain the economic activities various early American Indian groups in Texas and North
America used to meet their needs and wants such as farming, trading, and hunting; and

(B)

explain the economic activities early settlers immigrants to Texas used to meet their
needs and wants.

Economics. The student understands the characteristics and benefits of the free enterprise
system in Texas. The student is expected to:
(A)

describe how the free enterprise system works, including supply and demand describe the
development of the free enterprise system in Texas ;

Comment 5(B)

identify examples of the benefits of the free enterprise system such as choice and
opportunity describe how the free enterprise system works, including supply and demand
; and

(C)

describe the development of the free enterprise system in Texas such as the growth of
cash crops by early colonists and the railroad boom give examples of the benefits of the
free enterprise system such as choice and opportunity .

5 Corrected the verbiage to make the SE measurable. [20 minutes]

Social Studies, Grade 4
Final Recommendations, September 2018

 (11) (12)

Economics. The student understands patterns of work and economic activities in Texas.
The student is expected to:
(A)

identify explain how people in different regions of Texas earn their living, past and
present , through a subsistence economy and providing goods and services ;

(B)

explain how physical geographic factors such as climate , transportation, and natural
resources have influenced the location of economic activities in Texas;

(C)

identify analyze the effects of exploration, immigration, migration, and limited resources
on the economic development and growth of Texas; and

(D)

describe the impact of mass production, specialization, and division of labor on the
economic growth of Texas;

(D) (E) explain how developments in transportation and communication have influenced
economic activities in Texas. ; and
(F)
(13)

(12) (14)

Economics. The student understands how Texas, the United States, and other parts of the world are
economically interdependent. The student is expected to:
(A)

identify ways in which technological changes in areas such as transportation and
communication have resulted in increased interdependence among Texas, the United
States, and the world;

(B)

identify oil and gas, agricultural, and technological products of Texas that are purchased
to meet needs in the United States and around the world; and

(C)

explain how Texans meet some of their needs through the purchase of products from the
United States and the rest of the world.

Government. The student understands how people organized governments in different
ways during the early development of Texas. The student is expected to:
(A)

Comment 6(B)
(13) (15)

(14) (16)

explain the impact of American ideas about progress and equality of opportunity on the
economic development and growth of Texas.

compare how various American Indian groups such as the Caddo and the Comanche
governed themselves; and
identify and compare characteristics of the Spanish colonial government and the early
Mexican governments in and their influence on inhabitants of Texas.

Government. The student understands important ideas in historical documents of Texas
and the United States. The student is expected to:
(A)

identify the purposes and explain the importance of the Texas Declaration of
Independence , and the Texas Constitution , and other documents such as the MeusebachComanche Treaty ;

(B)

identify and explain the basic functions of the three branches of government according to
the Texas Constitution; and

(C)

identify the intent, meaning, and importance of the Declaration of Independence, the U.S.
Constitution, and the Bill of Rights (Celebrate Freedom Week).

Citizenship. The student understands important customs, symbols, and celebrations of
Texas. The student is expected to:
(A)

explain the meaning of various patriotic symbols and landmarks of Texas, including the
six flags that flew over Texas, the Alamo, and the San Jacinto Monument , the Alamo, and
various missions ;

(B)

sing or recite "Texas, Our Texas";

6 To compare you are already identifying. [no change]

Social Studies, Grade 4
Final Recommendations, September 2018

 (15) (17)

(C)

recite and explain the meaning of the Pledge to the Texas Flag; and

(D)

describe the origins and significance of state celebrations such as Texas Independence
Day and Juneteenth.

Citizenship. The student understands the importance of active individual participation in
the democratic process. The student is expected to:
(A)

Comment 7(B)

(16) (18)

(17) (19)

identify important individuals who have participated voluntarily in civic affairs at state
and local levels such as Adina de Zavala and Clara Driscoll;
explain how individuals can participate voluntarily in civic affairs at state and local levels
through activities such as holding public officials to their word, writing letters , and
participating in historic preservation and service projects;

(C)

explain the duty of the individual in state and local elections such as being informed and
voting;

(D)

identify the importance of historical figures and important individuals who modeled
active participation in the democratic process such as Sam Houston, Barbara Jordan,
Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III,
Wallace Jefferson, and other local individuals; and

(E)

explain how to contact elected and appointed leaders in state and local governments.

Citizenship. The student understands the importance of effective leadership in a
constitutional republic. The student is expected to:
(A)

identify leaders in state, local, and national governments, including the governor, local
members of the Texas Legislature, the local mayor, U.S. senators, local U.S.
representatives, and Texans who have been president of the United States; and

(B)

identify leadership qualities of state and local leaders, past and present.

Culture. The student understands the contributions of people of various racial, ethnic, and
religious groups to Texas culture. The student is expected to:
(A)

identify the similarities and differences among various racial, ethnic, and religious groups
in Texas;

(A) (B) identify customs, celebrations, and
traditions of various cultural, regional,
and local groups in Texas such as Cinco de
Mayo (now retained), Oktoberfest, the
Strawberry Festival, and Fiesta San
Antonio; and
Comment 8(B) (C) summarize the contributions of artists people of various racial, ethnic, and religious
groups in the development of Texas culture such as Lydia Mendoza, Chelo Silva, and
Julius Lorenzo Cobb Bledsoe.
(18) (20)

Science, technology, and society. The student understands the impact of science and
technology on life in Texas. The student is expected to:

7 Not grade level appropriate. [30 minutes]
8 Clarification to limit the scope of the SE. [30 minutes]

Social Studies, Grade 4
Final Recommendations, September 2018

 (A)

identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael
DeBakey, and Millie Hughes-Fulford and their contributions; and

(B)

describe how scientific discoveries and innovations such as in aerospace, agriculture,
energy, and technology have benefited individuals, businesses, and society in Texas . ;
and

Comment 9(C)

predict how future scientific discoveries and technological innovations might affect life in
Texas.

Comment 10(19) (21) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including digital electronic technology. The student is
expected to:
Comment 11(A)

differentiate between, locate, and use valid primary and secondary sources such as
technology computer software; interviews; biographies; oral, print, and visual material;
documents; and artifacts to acquire information about Texas and the United States the
United States and Texas;

Comment 12(B)

analyze information by applying absolute and relative chronology through sequencing,
sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions;

(C)

organize and interpret information in outlines, reports, databases, and visuals, including
graphs, charts, timelines, and maps; and

(D)

identify different points of view about an issue, topic, historical event, or current event . ;
and

Comment 13(E)
(20)

use appropriate mathematical skills to interpret social studies information such as maps
and graphs.

Social studies skills. Geography. The student uses geographic tools to collect, analyze, and
interpret data. The student is expected to:

Comment 14(A)

apply mapping elements, including grid systems, legends, symbols, scales, and compass
roses, to create and interpret maps; and

Comment 15(B)

interpret geographic data, population distribution, and natural resources into a variety of
formats such as graphs and maps.

(21) (22)

Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
(A)

use social studies terminology correctly;

(B)

incorporate main and supporting ideas in verbal and written communication;

(C)

express ideas orally based on research and experiences; and

9 Not necessary for mastery of this course. [60 minutes]
10 In response to SBOE Comment the WG removed the term digital. [no change]
11 Streamlined to reflect changes throughout the course where the United States removed because this course
focuses on Texas. [60 minutes]
12 Added absolute and relative chronology to vertically align with other history courses. [no change] Technical edit
“sequencing”
13 Mathematical skills are inherently used in SEs throughout the social studies skills strand.
14 Change construct to create was done for vertical alignment to 5.25A. Change geographic tools to mapping
elements to correct incorrect terminology and align with 1.5A, 2.5A, 3.5C (new C old D) [no change]
15 Changing the verb “translate” to “interpret” adds VA with other grade levels.

Social Studies, Grade 4
Final Recommendations, September 2018

 (D)
Comment 16(E)
(22) (23)

create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies . ; and
use effective written communication skills standard grammar, spelling, sentence
structure, and punctuation.

Social studies skills. The student uses problem-solving and decision-making skills,
working independently and with others , in a variety of settings. The student is expected to :

Comment 17(A)

(B)

use a problem-solving and decision-making processes process to identify a problem,
gather information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution . ; and
use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a
decision.

16 This skill is inherent in all other SEs in this KS.
17 Combining new 22A and B streamlines the vertical alignment of this skill through grade 12 by using the
language from World Geography 23 C. This WG has determined that the steps used in problem solving and decision
making are similar so it is not necessary to repeat the skills in separate standards.

Social Studies, Grade 4
Final Recommendations, September 2018